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nurs > chapter 10; socioemotional development in adolescence > Flashcards

chapter 10; socioemotional development in adolescence Flashcards

1
Q

over the years of adolescence and emerging adulthood, however, such decision begin to form the […] of what the individual is all about as a [… , …] - what is called his or her identity

A

core
human being

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2
Q

identity is a

A

Self-portrait composed of many pieces
e.g.
* Vocational/Career
* Political and religious identity
* Sexual identity
* Cultural/ethnic identity
* Interests
* Personality
* Physical identity

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3
Q

identity development

A
  • takes place in bits and pieces
  • decisions are made again and again
  • does not happen neatly, and it does not happen cataclysmically
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4
Q

what did Erik Erikson first understand

A

that questions about identity are central to understanding adolescent development
hence;
identity is considered a key aspect of adolescent development

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5
Q

what was the stage where Erik Erikson claimed in his theory that individuals experience adolescence

A

fifth developmental stage
called?
- identity vs identity confusion

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6
Q

what do adolescents go through in Erik Erikson fifth developmental stage called identity vs identity confusion

A

faced with deciding …
who they are
what they are all about
where they are going in life

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7
Q

what is, psychosocial moratorium, and how does it aid in searching for an identity during adolescence in Erik Eriksons identity vs identity confusion

A

is Eriksons term for the gap between child security and adult autonomy
aids by;
society leaves adolescents relatively free of responsibilities and able to try out different identities
leads to;
experimentation to find where they fit into the world

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8
Q

Adolescents who do not successfully resolve the identity crisis in Erik Eriksons identity vs identity confusion

A

suffer identity confusion

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9
Q

Adolescents experiment with different […] and […].
+
Adolescents who cope with conflicting identities emerge with a new …

A

roles,
personalities
+
sense of self

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10
Q

does identity formation end and begin during these years

during adolescence

A

no

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11
Q

what appears during identity formation

A

appearance of attachment, development of the sense of self, and the emergence of independence in infancy; reaches final phase with a life review and integration in old age

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12
Q

what is important about identity development in late adolescence and emerging adulthood that happens for the first time

A
  • physical developmnet
  • cognitive development
  • socioemotional development
    all advance to the point at which the individual can begin to sort through and synthesize childhood identities and identifications to construct a viable path toward adult maturity.
    in other words;
    Physical, cognitive, and socioemotional development all progress to a stage where a person can start to explore and combine their childhood identities and experiences. This helps them create a solid foundation for moving into adulthood.
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13
Q

what are Eriksonian researcher James Marcia’s four statuses of identity, or ways of resolving the identity crisis that are derived from Erik Eriksons theory

A

identity diffusion
identity foreclosure
identity moratorium
identity achievement
how to classify;
based on existence or extent of their crisis or commitment

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14
Q

what is identity diffusion in James Marcia’s four statuses of identity

A

the status of individuals who have not yet experienced a crisis or made any commitments.
e.g.
not only are they undecided about occupational and ideological choices, they are also likely to show little interest in such matters

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15
Q

what is identity foreclosure in James Marcia’s four statuses of identity

A

adolescents who have made a commitment but have not experienced a crisis
e.g.
this occurs most often when parents hand down commitments to their adolescents, usually in an authoritarian way, before adolescents have had a chance to explore different approaches, ideologies, and vocations on their own.

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16
Q

what is identity moratorium in James Marcia’s four statuses of identity

A

the status of individuals who are in the midst of a crisis but whose commitments are either absent or are only vaguely defined

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17
Q

what is identity achievement in James Marcia’s four statuses of identity

A

status of individuals who have undergone a crisis and have made a commitment

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18
Q

is crisis present or absent in James Marcias four statuses of identity

A

identity diffusion - absent
identity foreclosure - absent
identity moratorium - present
identity achievement - present

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19
Q

is commitment present or absent in James Marcias four statuses of identity

A

identity diffusion absent
identity foreclosure - present
identity moratorium - absent
identity achievement - present

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20
Q

what is crisis according to Marcia

A

a period of identity development during which the adolescent is exploring alternatives
side note;
most researchers rather use the term exploration

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21
Q

what does commitment mean according to Marcia

A

part of identity development in which adolescents show a personal investment in forming an identity

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22
Q

what do critics argue of James Marcia’s identity status approach

A

not producing enough depth in understanding identity development

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23
Q

what does the narrative approach refer to when researchers are examining identity changes in depth

A

involves asking individuals to tell their life stories and evaluate the extent to which their stories are meaningful and integrated

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24
Q

what does the dual cycle identity model refer to

A

separates identity development into two processes
1. a formation cycle that relies on exploration in breadth and identification with commitment
2. a maintenance cycle that involves exploration in depth as well as reconsideration of commitments

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25
Q

what does the narrative identity refer to when researchers are examining identity changes in depth

A

refers to the stories people construct and tell about themselves to define who they are for themselves and others
- beginning in adolescence and young adulthood, our narrative identities are the stories we live by

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26
Q

have researchers determined key changes in identity to most likely to take place in adolescence or emerging adulthood

A

emerging adulthood , (18 to 25 y/o)
e.g.
- young adolescents - identity diffused (not experienced crisis or made commitment)
- college upperclassmen than high school students or college freshmen - identity achieved (underwent crisis and have made commitment)

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27
Q

from the years preceding high school through the last few years of college, the number who are identity achieved […}, whereas the number of individuals who are identity diffused […]

A

increases
decreases

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28
Q

why do college student reach a higher level of integrating various dimensions into their identity

A

why?
- increased complexity in the reasoning skills
combined with/
- wide range of new experiences that highlight contrasts between home and college + between themselves and others

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29
Q

also, one of emerging adulthoods key themes is not having many […] commitments, which gives individuals considerable independence in developing a […] path

A

social
life

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30
Q

does identity remain stable throughout life, yes or no

A

no

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31
Q

what does the contexts of college serve as

A

a virtual “laboratory” for identity development through such experiences as diverse coursework and exposure to peers from diverse backgrounds
in simpler words;
a virtual “laboratory” for building your identity by taking different classes and meeting people from various backgrounds.

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32
Q

what do many individuals who develop positive identities follow

A

“MAMA” cycles
what is it?
- their identity status changes from moratorium to achievement to moratorium to achievement
side note;
cycles amy be repeated throughout life

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33
Q

what does James Marcia point out of the first identity

A

is just the first identity, and not the final product

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34
Q

how are parents and peers influential to an adolescents identity development

A

parents - securely attached adolescents far more likely to be identity achieved than counterparts who were identity diffused or identity foreclosed

friendship/peers - ethnic identity of adolescents is influenced by positive and diverse friendships

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35
Q

what contexts influence todays adolescents and emerging adults

A

involving the digital world
how?
- introduced new ways for youth to express and explore their identity
side note;
- often cast themselves as positively a they can
e.g.
- post their most attractive photos
-describing themselves in idealistic ways
- editing and reworking their online self portraits to enhance them

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36
Q

adolescents and emerging adults’ online world provides extensive opportunities for both […] their identity and getting […] about it

A

expressing
feedback
side note;
feedback is not always positive

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37
Q

what is cultural and ethnic identity

A

enduring aspect of the self that includes;
- a sense of membership in an ethnic group
- along with the attitudes and feelings related to that membership

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38
Q

throughout the world, ethnic minority groups have […] to maintain their ethnic identities while blending in with the […] culture

A

struggled
dominant

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39
Q

what type of identity do most adolescents from ethnic minorities develop

A

a bicultural identity
what does this mean;
- identify in some ways with their ethnic group and in other ways with the majority culture

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40
Q

what periods are often special junctures in their development for ethnic minority individuals

A

adolescence and emerging adulthood

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41
Q

is ethnicity an important influence on identity

A

yes

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42
Q

although children are aware of some ethnic and cultural differences, individuals consciously confront their ethnicity for the first time in [..,] or […,…]

A

adolescence
emerging adulthood

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43
Q

unlike children, adolescents & emerging adults have the ability to […] ethnic and cultural information, to […] on the past, and to […] about the future

A

interpret
reflect
speculate
side note;
- with their advancing cognitive skills of abstract thinking and self reflection, adolescents (especially older adolescents) increasingly consider the meaning of their ethnicity and also have more ethnics-related experience

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44
Q

do adolescents having pride in their ethnic identity group have a positive or negative outcome

A

positive outcome

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45
Q

what did having a strong ethnic group affiliation and connection serve as a protective function for

A

reducing risk for psychiatric problems

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46
Q

what is Asian American adolescents ethnic identity associated with

A
  • high self esteem
  • positive relationships
  • academic motivation
    &
  • lower levels of depression over time
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47
Q

what is Mexican origin adolescents ethnic identity associated with

A
  • a positive ethnic identity
  • social support
  • anger suppression helped them cope more effectively with racial discrimination
    whereas;
  • anger expression reduced their ability to cope with the discrimination
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48
Q

Are second generation immigrants more likely to think of themselves as “American” regarding indication of their identity change

A

yes, possibly because citizenship is granted at birth
in other words and more
- Second-generation immigrants are more likely to see themselves as “American” because they are granted citizenship at birth. Their sense of ethnic identity often depends on how well they maintain their ethnic language and social connections.

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49
Q

how do first generation immigrants indicate their identity change

A

likely to be secure in their identities and unlikely to change much; they may or may not develop a new identity
do they ever feel american?
- related to whether or not they learn English, develop social networks beyond their ethnic group, and become culturally competent in their new country

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50
Q

what do the third and later generations issues become more of […]

A

complex
- Various historical, contextual, and political factors that are not related to acculturation can influence how much second-generation immigrants keep their ethnic identities.

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51
Q

what influences non-European ethnic groups identity change

A

racism and discrimination influence whether ethnic identity is retained

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52
Q

does adolescence typically alter the relationship between parents and their children

A

yes.

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53
Q

what are the most important aspects of family relationships in adolescence that are involved

A

parental management and monitoring, autonomy and attachment, and parent- adolescent conflict

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54
Q

how do parents serve as managers during the childs adolescence years

A

parental monitoring and information management

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55
Q

what does monitoring mean to supervise for in adolescents choice of

A
  • social settings,
  • activities
  • friends
  • academic efforts
  • engaging later in sex and using condoms
  • curbing alcohol use in depressed teens
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56
Q

what was lower parental monitoring associated with

A
  • earlier initiation of alcohol use,
  • binge drinking
  • marijuana use in 13 & 14 y/o
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57
Q

what was parental media monitoring (active monitoring and connective co-use) and (engaging in media with the intent to connect with adolescents ) linked to

A

Lower media use by adolescents

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58
Q

when parents engage in […] parenting practices, adolescents are more likely to […] information

A

positive
disclose
e.g. disclosure increases when;
- ask adolescents questions
- high level of trust
- acceptance
- quality
e.g. of what can disclosure include;
whereabouts
activities
friends
10-18 low disclosure means?
linked to antisocial behavior

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59
Q

what are three ways that parents can engage in parental monitoring

A
  1. solicitation (asking questions)
  2. control (enforcing disclosure rules)
  3. when youth don’t comply, snoop.
    side note;
    - snooping perceived by both adolescents and parents as violating youths’ privacy rights
    - snooping relatively infrequent parental monitoring tactic but better indicator of problems in adolescent and family functioning than were solicitation and control
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60
Q

are boys or girls given more autonomy/independence

A

Boys are given more independence
in what culture?
- traditional gender role US families
- Latino parents (have parental authority and restrict adolescent autonomy )

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61
Q

Parents must weigh needs for …

A

autonomy and control, independence and connection.

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62
Q

how do adolescents pushing for autonomy make some parents feel

A

puzzled and frustrated

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63
Q

regarding autonomy what are adolescents desires

A
  • to spend time with peers
  • autonomy
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64
Q

the adolescents ability to attain autonomy and gain over their behavior is facilitated by what

A

appropriate adult reactions to their desire for control

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65
Q

at the onset of adolescence is the average individual have the knowledge to make appropriate or mature decision in all areas of life

A

no
side note;
As teenagers seek more independence, wise adults should step back and allow them to make choices in areas where they can handle things. However, adults should still guide them in areas where the teens may not have enough knowledge to make the best decisions. then, adolescents acquire the ability to make mature decision on their own.

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66
Q

adolescents from 16 to 20 years of age, perceived that they had increasing […] and improved relationships with their parents

A

independence

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67
Q

is the role of attachment important

A

yes,
important concept in adolescents’ relationships with their parents

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68
Q

Securely attached adolescents are […] likely to have emotional difficulties and to engage in […] behaviors, juvenile delinquency, and drug abuse.

A

less
problem

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69
Q

what did having an insecure attachment to mothers link to in adolescents and emerging adults from 15 to 20 years of age

A

becoming depressed and remaining depressed

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70
Q

what did Joseph Allen and colleagues find about secure attachment at 14 years of age linking to

A

a number of positive outcomes at 21 years of age,
- including relationship competence
- financial/career competence
- few problematic behaviors

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71
Q

in latino families what did having a higher level of secure attachment with mothers associate with

A

less heavy drug by adolescents

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72
Q

what is the most consistent outcomes of secure attachment in adolescence involved in

A
  • positive peer relations
  • higher self esteem
  • development of the adolescents capacity to regulate emotions
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73
Q

although parent-adolescent conflict […] in early adolescence, it does not reach the tumultuous proportions G. Stanley Hall envisioned at the beginning of the twentieth century

A

increases
rather;
much of the conflict involves the everyday events of family life;
- keeping a bedroom clean
- dressing neatly
- getting home by a certain time
- not talking endlessly on the phone
conflict rarely involves major dilemmas such as;
- drugs or delinquency

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74
Q

even though conflict with parents escalates in early adolescence, parent-adolescent conflict […] from early adolescence through late adolescence

A

decreases

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75
Q

in Chinese American families, parent adolescent conflict increased in […,…], peaked at about […] years of age, and then decreased through late adolescence and emerging adulthood

A

early adolescence
16

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76
Q

are parent-adolescent relationships more positive if adolescents attend college while living at home or if they go away to college

A

if they go away to college

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77
Q

can the everyday conflicts that characterize parent adolescent relationships actually serve as a positive developmental function

A

yes,
why?
minor disputes and negotiations facilitate the adolescents transition from being dependent on parents to becoming an autonomous individual

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78
Q

what can be done to reduce parent adolescent conflict

A

recognizing that conflict and negotiation can serve a positive developmental function can tone down parental hostility

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79
Q

what does the old model of parent adolescent relationships suggest of adolescents maturing

A

that as adolescents mature they detach themselves from parents and move into a world of autonomy apart from parents
+
parent adolescent conflict is intense and stressful throughout adolescence

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80
Q

what does the new model emphasize of parent adolescent conflict

A

that parents serve as important attachments figures and support systems while adolescents explore a wider, more complex social world
+ parent adolescent conflict is moderate rather than severe and that the everyday negotiations and minor disputes not only are normal but also can serve the positive developmental function of helping the adolescent make the transition from childhood dependency to adult independence

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81
Q

what does a high degree of conflict that characterizes some parent adolescent relationships associate with

A

various adolescent problems;
- movement out of the home
- juvenile delinquency
- school dropout
- pregnancy and early marriage
- membership in religious cults
- drug abuse
+
higher anxiety
depression
aggression
lower self esteem

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82
Q

was the level of empathy higher or lower in adolescents (13 to 18) who had high levels of parent adolescent conflict

A

lower level of empathy

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83
Q

is aggressive behavior higher or lower in adolescents in Latino families with parent adolescent conflict

A

higher level of aggressive behavior

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84
Q

why do adolescents typically acculturate more quickly to the norms and values of their new country than do their parents

A

exposure in school to the language and culture in the host country
what can cause;
- likely to increase parent adolescent conflict in immigrant families due to diff experiences

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85
Q

what important changes in peer relations during adolescence does it include

A
  • friendships
  • peer groups
  • beginning of romantic relationships
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86
Q

beginning in early adolescence do teenagers typically prefer to have larger or small number of friendships

A

smaller number that are more intense and intimate than those of young children

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87
Q

who was the most influential theorist to discuss the importance of adolescent friendships

A

Harry Stack Sullivan

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88
Q

for most children, what is being popular with their peers for them

A

a strong motivator

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89
Q

what did Harry Stack Sullivan argue of friends

A

important in shaping the development of children and adolescents

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90
Q

why did Harry Stack Sullivan argue that friends are important in shaping the development of children and adolescents

A

everyone has basic social needs

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91
Q

why are friends increasingly important during adolescence according to Sullivan
+
does the need of intimacy intesify during early adolescence

A

to meet social need
+
yes, motivates to seek out close friends
if not, experienced loneliness and a reduced sense of self worth

92
Q

what does the nature of relationships with friends during adolescence foreshadow

A

the quality of romantic relationships in emerging adulthood
e.g.
secure relationships with close friends at age 16 linked to more positive romantic relationships at age 20 to 23

93
Q

are adolescent girls or boys more likely to disclose information about problems to a friend

A

adolescent girls

94
Q

since the quality of friendship matters, what type of friends is a developmental disadvantage

A
  • coercive
  • conflict-ridden
  • poor quality friendships
    &
  • friends who engage in delinquent behavior is associated with early onset and more persistent delinquency
  • smoking and drinking behavior to that of their best friends
  • for girls with friends who dieted predict engagement in dieting or extreme dieting
95
Q

Developmental advantages occur when adolescents have friends who are

A
  • Socially skilled
  • Supportive
  • Oriented toward academic achievement
96
Q

do all adolescents develop friendships with individuals who are close to their own age

A

no,
some become best friends with younger or older individuals
older; engage in deviant behavior more frequently

97
Q

do young adolescents or children conform more to peer standards

A

young adolescents

98
Q

are US adolescents or Japanese adolescents more likely to put pressure on their peers to resist parental influence

A

US adolescents
- especially around 8th and 9th grade in antisocial behaviors
e.g.
paint graffiti on a wall
steal cosmetics

99
Q

when are adolescents more likely to conform to their peers

A

when they are uncertain about their social identity and when they re in the presence of someone they perceive to have higher status than they do

100
Q

are boys or girls more likely to be influenced by peer pressure involving sexual behavior

A

boys

101
Q

during what period are cliques and crowds more important

A

during adolescence than during childhood

102
Q

what does cliques refer to

A

small groups that rage from 2 to about 12 individuals and average about 5 or 6 individuals
side note;
same sex and about the same age

103
Q

how can cliques form

A
  • engaging in similar activities,
  • friendship
  • spent time with e/o
  • share mutual interest
  • enjoy each others company
    eg. club or on a sports team
    (not necessarily friends if stay in clique)
104
Q

if cliques are not necessarily friends to start with do they often develop a friendship
+
what do adolescents do in cliques

A

if they stay in the clique
+
share ideas and hang out together
side note;
develop in group identity in which they believe that their clique is better than other cliques

105
Q

what are crowds

A

larger than cliques and less personal
usually members based on reputation, + may or may not spend much time together
+
defined by the activities adolescents engage in e.g.
jocks and druggies

106
Q

what can dating be a form of

A

recreation
source of status
setting for learning about close relationships
way to find a mate

107
Q

what are the three stages that characterize the development of romantic relationships in adolescence

A
  1. entering into romantic attractions and affiliations at about age 11 to 13
  2. exploring romantic relationships at approximately age 14 to 16
  3. consolidating dyadic romantic bonds at about 17 to 19
108
Q

what is the first stage ‘entering into romantic attractions and affiliation at about age 11 to 13’ that characterize the development of romantic relationships in adolescence

A
  • triggered by puberty
  • intensely interested in romance and it dominates many conversations with same sex friends
  • may or many not interact with the individual who is the object of their infatuation
  • when dating occurs, it usually takes place in a group setting
109
Q

what is the second stage ‘exploring romantic relationships at approximately age 14 to 16’ that characterize the development of romantic relationships in adolescence

A

two types;
1. casual dating = two individuals who are mutually attracted
- often short lived, last a few months at best, endure no longer than a few weeks
2. dating in groups = common and reflects the importance of peers in adolescents’ lives
- friend is third part faciliator of a potential dating relationship by communicating their friends romantic interest and determining whether the other person feels a similar attraction

110
Q

what is the third stage ‘consolidating dyadic romantic bonds at about age 17 to 19’ that characterize the development of romantic relationships in adolescence

A
  • end of high school years, more serious romantic relationships develop
  • formation of strong emotional bonds ore closely resembling those in adult romantic relationships
  • more stable and enduring than earlier bonds
  • typically lasting one year or more
111
Q

what are the two variations in the stages of development in romantic relationships during adolescence

A

early and late bloomers

112
Q

what are early bloomers in development of romantic relationships in adolescence

A

11 to 13 year olds
- 15 to 20 % say are currently in a romantic relationship and 35 percent who indicate they have had some prior experience in romantic relationships

113
Q

what are late bloomers in development of romantic relationships in adolescence

A

17 to 19 year olds
- approx. 10 percent said they have had no experience w/ romantic relationships and another 15 percent who report that they have not engaged in any romantic relationships that lasted more than four months

114
Q

who had more externalized problem behaviors through adolescence
- on time bloomers
- late bloomers
- or early bloomers

A

early bloomers

115
Q

short term romantic relationships were increasingly supportive in […] adolescence

A

late

116
Q

long term adolescent relationships were both […] and turbulent, characterized by elevated levels of support, […] interactions, higher control, and […] jealousy

A

supportive
negative
more

117
Q

in gay and lesbian youth, what does sexual minority youth date other-sex peers help to clarify for them

A

help them clarify their sexual orientation or disguise it from others

118
Q

Most gay and lesbian youth have some same-sex […] experience.
+
do all gay and lesbian youth continue same-sex dating

A

sexual
+
some, and others, primarily heterosexual dating.

119
Q

what does sociocultural refer to when referring to sociocultural context exerting a powerful influence on adolescents’ dating patterns

A

ethnic groups;
differences in dating patterns

120
Q

what sociocultural context is referred to when dictating the age at which dating begins, how much freedom in dating is allowed, whether dates must be chaperoned by adults or parents, and the roles of males and females in dating

A

values
religious beliefs
traditions

121
Q

what do latino and asian American cultures have regarding adolescent dating than does the Anglo American culture

A

have more conservative standards

122
Q

in what context may dating become a source of conflict within a family

A
  • if the parents grew up in cultures where dating began at a late age,
  • little freedom in dating was allowed
  • dates were chaperoned
  • dating was especially restricted for adolescent girls
123
Q

what was mother- daughter conflict in Mexican American families link to regarding the daughters romantic involvement

A

linked to increase it
what happened when immigrant adolescents adopted the ways of the dominant US culture (unchaperoned dating)?
- often clash with parents and extended family members who have more traditional values

124
Q

what have researchers linked dating and romantic relationships with various measures of

A

how well adjusted adolescents are

125
Q

what were high levels of romantic experiences

A
  • social acceptance,
  • friendship competence
  • romantic competence
    &
  • substance use
  • delinquency
  • sexual behavior
126
Q

what of a relationships in adolescence can have a positive developmental change

A

having a
- supportive romantic relationship linked to positive outcomes for adolescents who had a negative relationship with their mother

127
Q

what are early doing and “going with” someone linked to

A

adolescent pregnancy and problems at home and school
depression

128
Q

since around the world, the experiences of male and female adolescents continue to be quite different, where are the few regions where males have far greater access to education al opportunities than females do

A

Japan
the Philippines,
Western countries
(less freedom to purse a variety of careers and engage in various leisure activities)

129
Q

what did those who reported more conflict in friendships have in companionship in romantic relationships at 15 years of age

A

lower level of companionship

130
Q

what did adolescent who engaged in a higher level of intimate disclosure at age 10 report regarding levels of companionship

A

higher level of companionship in romantic relationships at 12 and 15 years of age

131
Q

do more or fewer adolescents around the world die from infectious disease and malnutrition

A

fewer now than in the past
however;
many adolescents use health compromising behaviors
e.g. illicit drug use and unprotected sex are incrasing
- extensive increases in HIV rats I many sub-Saharan countries

132
Q

where are gender differences in sexual expression more prominent in the sexual activity of adolescent females than on that of males

A
  • India
  • southeast asia
  • latin america
  • Arab countries
    do not appear to be narrowing over time
    in some countries educational and career opportunities for women are expanding, and control over adolescents girls’ romantic and sexual relationships is weakening.
133
Q

in western countries such as the US, what is the parenting style and what are more adolescents growing up in types of homes

A

less authoritarian than in the past,
much larger numbers of adolescents growing up in divorced families and stepfamilies

134
Q

what family changes may reduce the ability of families to spend time with their adolescents

A
  • greater family mobility
  • migration to urban areas
  • family members working in distant cities or countries
  • smaller families
  • fewer extended family households
  • increase in mothers’ employment
135
Q

some cultures give peers a […] role in adolescence than other cultures do

A

stronger
western nations; taking roles that would otherwise be assumed be assumed by parents
- South America; surrogate family that supports survival in dangerous and stressful settings
- Arab countries; peer relations are restricted, especially for girls

136
Q

what is rite of passage

A

a ceremony or ritual that marks an individuals transition from one status to another
side note; most focus on transition to adult status

137
Q

what is rite of passage transformation typically characterized by

A

some form of ritual death and rebirth, or by means of contact with the spiritual world
- prevailed in African cultures, especially sub-saharan culture (prevalent in locations where formal education is not readily available)

138
Q

in America what do certain religious and social groups do in their form of rite of passage that indicate an advance in maturity has been reached

A
  • jewish bar & bat mitzvah
  • catholic confirmation
  • social debuts
  • school graduations
139
Q

what do adolescents from low SES backgrounds are at risk for experiencing

A
  • low achievement and emotional problems
  • lower occupational attainment in adulthood
140
Q

what psychological problems are more prevalent among low SES adolescents than among economically advantaged adolescents

A
  • smoking (initiation in 5th graders)
  • depression
  • juvenile delinquency
  • health problems
141
Q

in a Chinese study, adolescents in low income families were more likely to have what symptoms than adolescents in families with average or high incomes

A

depressive
+ cardiovascular disease 30 years later

142
Q

what did low SES adolescent females link to having a higher level of at age 54

A

depressive symptoms
- completed college were less likely to have depressive symptoms at age 54 than low SES females who did not complete college

143
Q

why are low SES individuals on the pathway to cardiovascular disease

A
  • health compromising behaviors
  • financial stress
  • inadequate medical care
  • lower educational attainment
144
Q

what are the four factors assessed at the beginning of the sixth grade that’s linked to higher grade point averages in seventh grade

A

academic commitment
emotional control
family involvement
school climate

145
Q

can poverty have damaging effects on adolescents

A

yes, when poverty is persisted and long standing
- lower perceived well being

146
Q

what are immigrant families

A

where at least one of the parents was born outside the country of residence
variations involve;
- whether one or both parents are foreign born
- whether child was born in host country
- ages at which immigration took place for both the parents and the children

147
Q

what are multiple stressors that Immigrants
experience

A
  • language,
  • dislocation or separation from support networks
  • and culture, (the challenge of maintaining one’s identity while also adapting to a new culture.)
  • change in SES status
148
Q

asian adolescents had what compared to latinos, and non-latino white immigrant adolescents

A
  • depression,
  • low self-esteem,
  • discrimination.
149
Q

what are many individuals in immigrant families dealing with

A

the problem of being undocumented
why
can impact children’s and adolescents’ development when parents refuse available services, experience low-wage work without benefits, face stress, or provide limited cognitive stimulation at home.

150
Q

what are factors in which ethnic minority families deal with stress

A
  • whether parents are native born or immigrants
  • how long the family has been in the US
  • its socioeconomic status
  • family values
  • how competently parents rear their children and adolescents
  • national origin
151
Q

in mexican origin youth what’s found when adolescents reported a higher level of familism (giving priority to one’s family)

A

engaged in lower levels of risk taking

152
Q

what was parents’ education before migrating strongly linked to

A

their children’s academic achievement

153
Q

many ethnic minority adolescents experience a double disadvantage

A
  1. prejudice, discrimination and bias because of their ethnic minority status
  2. the stressful effects of poverty
154
Q

in the case of ethnic minority youth coming from middle income backgrounds, does economic advantage allow them to escape the prejudice, discrimination, and bias associated with being a member of an ethnic minority group

A

does not entirely

155
Q

are Japanese Americans , who are often characterized as a “model minority” because of their strong achievement orientation and family cohesiveness, still experience stress associated with ethnic minority status

A

yes

156
Q

what does the term screen time refer to

A

includes how much time individuals spend watching television or DVDs, playing video games, and using computers or mobile media such as iPhones

157
Q

what is less screen time associated with adolescents having better of

A

better quality of life
+ nighttime mobile phone use and poor sleep behavior increased from 13 to 16 years of age (linked to increases in externalizing problems, decrease self esteem and coping)

158
Q

what was the average use of media for 8 to 11 year olds according to the Kaiser Family Foundation
+
11 to 14 year olds
+
15 to 18 year old

A

5 hours and 29 minutes a day
+
8 hours and 40 minutes (increase to nearly 12 hours a day if multitasking)
+
7 hours and 58 minutes

159
Q

what was a higher level if media multitasking found in 8 to 12 year old girls

A
  • negative social well being
    while higher level of face to face communication was associated with positive social well being indicators
    such as;
  • greater social success
  • feeling more normal
  • fewer friends whose parents thought were a bad influence
160
Q

what are heavy media multitaskers more likely to be

A
  • depressed and have social anxiety than their counterparts who engaged in a lower incidence of media multitasking
  • less likely yo delay gratification
  • more likely to endorse intuitive, but wrong, answers on a cognitive reflection task
  • lower levels of school achievement,
  • executive function
  • growth mindset
161
Q

what do driving substasks such as various perceptual motor activities and ongoing cognitive tasks are combined with interactive in vehicle devices, the task of driving becomes more […] and the potential for distraction […]

A

complex
high

162
Q

what does using digital technologies while engaging in a learning task do

A

distract learners and impairs performance on many tasks

163
Q

In 2004, 39% of adolescents had cell phones; it is projected that by 2019,
93% will have cell phones

A

facts

164
Q

Higher level of social media use linked to […] level of heavy drinking

A

higher

165
Q

[…] screen time linked to better health-related quality of life

A

less

166
Q

Adolescents prefer to connect with parents via […].

A

voice mail

167
Q

92% of U.S. 13- to 17-year-olds communicate with friends via […] message only
* […]% are on social media site
* […]% are almost constantly online on smartphones and mobile devices

A

text
75
24

168
Q

what does the label juvenile delinquent apply to

A

an adolescent who breaks the law or engages in behavior that is considered illegal
e.g.
legal infractions range from littering to murder

169
Q

when does the juvenile delinquency technically become a juvenile delinquent

A

only after being judged guilty of a crime by a court of law, officials do not accurately reflect the number of illegal acts juvenile delinquents commit

170
Q

are males or females more likely to engage in delinquency

A

males
delinquency cases dropped more for males

171
Q

are the Rates among minority groups and lower-SES youth are high or low

A

especially high
may be judged delinquent more readily than their non latino white, middle SES counterparts

172
Q

what do some psychologists propose in ages for adolescents who commit a crime to be tried as an adult

A

some;
12 and under should not
17 and older should
also recommend
13 to 16 years should be given some type of individualized assessment to determine whether they will be tried in a juvenile court or an adult criminal court

173
Q

what did Erik Erickson argue causes delinquency in adolescents

A
  • whose development has restricted them from acceptable social roles
  • or made them feel they canny measure up to the demands placed on them, may choose a negative identity
174
Q

the individuals who choose a negative identity may find support for their delinquent image among […] reinforcing the negative identity

A

peers

175
Q

what does Erik Erickson believe delinquency is an attempt for

A

to establish an identity , even if it is a negative one

176
Q

what are some of the causes of delinquency

A
  • Lower-SES culture
  • Parents less skilled in discouraging antisocial behavior
  • Siblings and delinquent peers
177
Q

what type of family environment was characterized to being linked to adolescents entering the juvenile justice system as a delinquent

A

poverty
child maltreatment

178
Q

what are the norms of many lower SES peer groups and gangs

A
  • antisocial
  • counterproductive
    to the goals and norms of society at large
179
Q

what are prominent features of life for some adolescents in low income neighborhoods

A

getting into or staying out of trouble

180
Q

youth at 14 and 21 years of age whose families had experienced repeated poverty were more than twice as likely to be

A

delinquents

181
Q

what characteristics of family support systems are associated with whether the adolescent becomes a delinquent

A
  • parental monitoring
  • authoritative parenting style
    family therapy
  • siblings are influential
  • peer relations & pressure
  • lack of academic success
  • low self control
  • low intelligence
  • lack of sustained attention
  • in males; having callous-unemotional personality traits
182
Q

what is Rodney Hammond’s goal

A

to help at risk adolescents, such as juvenile delinquents, cope more effectively with their lives

183
Q

adolescents who are experiencing […] level of stress and/or loss of some type are at increased risk for developing […]

A

high
depression

184
Q

rates of ever experiencing major depressive disorder range from 15 to […] percent for adolescents

A

20
- who are depressed are characterized by a sense of hopelessness

185
Q

are females or males more likely to develop depression

A

females

186
Q

at 12 years of age, […] percent of females compared with […] percent of males had experienced first onset depression

A

5.2
2

187
Q

what is the percentages for depression in ages 12 to 17 for females and males

A

females -36
males - 14

188
Q

why do females have more depression rates

A

ruminate in their depressive mood and amplify it;
- females self images
- esp. body images ( more negative)
- face more discrimination
- puberty occurs earlier for girls than for boys
result;
girls experience a confluence of changes and life experiences in the middle school years that can increase depression

189
Q

factors contributing to depression

A
  • genes
  • certain family factors
  • poor peer relationships
190
Q

how are genes contributors to depression

A
  • certain dopamine related genes were associated with depressive symptoms in adolescents
  • link between adolescents girls’ perceived stress and depression occurred only when the girls had the short version of the serotonin related gene 5HTTLPR
191
Q

how are poor relationships contributors to depression in adolescents

A
  • isolated from their peers and whose
  • caregivers emotionally neglected them
  • no close relationship w/ a best friend
  • less contact with friends
  • having friends who are depressed
  • experiencing peer rejection
  • Talking with friends about problems a lot was associated with increased stress from peers for teenage girls.
192
Q

can having problems in romantic relationships produce adolescent depression

A

yes

193
Q

how do certain family factors place adolescents at risk for developing depression

A
  • depressed parent
  • emotionally unavailable parents
  • parents w/ high marital conflict
  • w/ financial problems
  • teenagers often think about their mother’s problems, it can be connected to their own feelings of depression.
194
Q

what positive parenting characteristics were associated with less depression in adolescents

A

emotional and educational support

195
Q

what are treatments of depression

A
  • drug therapy using serotonin reuptake inhibitors
  • cognitive behavior therapy
  • interpersonal therapy
    + family therapy
196
Q

what were the most effective combination treatment for depression

A

drug therapy and cognitive behavioral therapy

197
Q

what depression treatments show clinical benefits for adolescents at risk for moderate and severe depression

A

Prozac and other SSRIs (selective serotonin reuptake inhibitors)

198
Q

suicide is the […] leading cause of death in 10 to 19 year old’s

A

3rd

199
Q

do Adolescents contemplate or attempt suicide unsuccessfully more often than actually commit it.

A

yes

200
Q

are males or females more likely to attempt suicide, and which are more likely to succeed

A

Females likely to attempt suicide, but males more likely to succeed.

201
Q

what are risk factors for suicide

A
  • History of family instability and unhappiness
  • Lack of supportive friendships
  • Cultural contexts
  • Genetic factors
  • Depressive symptoms
202
Q

suicide behavior is […] in childhood but […] in adolescence and then […] further emerging adulthood

A

rare
escalates
increases

203
Q

what means do males use in their suicide attempts and females

A

males (lethal means)
- guns
females
- more likely to cut their wrists
- or overdoes of sleeping pills
(less likely to result in death)

204
Q

are all depressed adolescents suicidal

A

no.
- depression is the most frequently cited factor associated with adolescent suicide

205
Q

what is the most significant factor in a first suicide attempt during adolescence

A

a major depressive episode
for children’
child maltreatment

206
Q

what type of family relationship with parents is associated with increased suicide attempts by depressed adolescents

A

family discord and negative relationships

207
Q

child maltreatment during the childhood years was linked with […] attempts in adulthood

A

suicide

208
Q

is early sexual abuse linked to suicidal behavior

A

yes
side note;
Adolescents at a suicide clinic have lower family cohesion compared to both adolescents who aren’t in a clinic and those being treated at a general psychiatric clinic.
cohesion is…
connectivity

209
Q

can current stressful circumstances, such as getting poor grades in school or experiencing the breakup of a romantic relationship trigger suicide attempts

A

es

210
Q

can being victimized by bullying also be associated with suicide related thoughts and behaviors

A

yes
cyberbullying - 2 1/2 times more likely to have suicidal thoughts than nonvictims
(more strongly associated with suicidal ideation

211
Q

is traditional bullying or cyber bullying more strongly associated with suicidal ideation

A

cyberbullying

212
Q

what are the four problems that affect the most adolescents

A
  • drug abuse
  • juvenile delinquency
  • sexual problems
  • school related problems
213
Q

are problem behaviors in adolescence interrelated

A

yes
e.g.
heavy substance abuse is related to early sexual activity, lower grades, dropping out of school, and delinquency

214
Q

what is early initiation of sexual activity associated with

A

use of cigarettes and alcohol, the use of marijuana, other illic drugs, lower grades, dropping out of school. and delinquency

215
Q

what is delinquency related to

A

early sexual activity
early pregnancy
substance abuse dropping out of school

216
Q

what is the percentage of adolescents in the US who have been estimated to engage in all four of these problem behaviors

A

10 percent

217
Q

what components have programs used in their successful intervention programs

A
  • Intensive individualized
    attention
  • Community-wide
    multiagency collaborative
    approaches
  • Early identification and
    intervention
218
Q

what is ‘intensive individualized attention’ a component that has been successful in preventing or reducing adolescent problems

A
  • high risk adolescents are attached to a responsible adult who gives the adolescent attention and deals with the adolescents specific needs
    e.g.
    student assistance counselor is available full time for individual counseling and referral treatment
219
Q

what is ‘community wide multiagency collaborative approaches’ a component that has been successful in preventing or reducing adolescent problems

A
  • uses local media and community education in concert with a substance abuse curriculum in the schools
    philosophy is; a number of different programs and services have to be in place
220
Q

what does ‘early identification and intervention’ refer to, a component that has been successful in preventing or reducing adolescent problems

A
  • reaching younger children and their families before children develop problems, or at the onset of their problems, is a successful strategy
221
Q

what does the Perry preschool High/Scope Foundation in Ypsilanti, Michigan do
+ did it have long or short term impact

A

model for the prevention of
- delinquency
- pregnancy
- substance abuse
- dropping out of school
+
long term positive impact

222
Q

who directed the enrichment program that served disadvantaged African American children

A

David Weikart

223
Q

what did the two year preschool program that David Weikart directed do for African American children

A
  • received weekly home visits form program personnel
    who attended were;
  • less likely to have been arrested and reported fewer adult offenses than a control group did
  • less likely to drop out of school
  • teachers rated their social behavior as more compete than that of a control group who had not received the enriched preschool experience
224
Q
A
225
Q

What are harry stack Sullivans basic social needs

A
  • tenderness (secure attachment),
  • playful companionship,
  • social acceptance, intimacy,
  • sexual relations
    e.g. (whether or not these needs are fulfilled largely determines our emotional well being)
    if unmet playful companionship = bored and depressed
    if unmet social acceptance = suffer diminished sense of self worth

nurs (14 decks)

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